Literature Review #1
COVID-19 Remote Learning Transition in Spring 2020: Class Structures, Student Perceptions, and Inequality in College Courses
About the Authors
Alanna Gillis (picture to the left) is an assistant professor at St Lawrence University. She is in the sociology department and graduated with a PhD from UNC-Chapel Hill in May 2020. Gillis does research on inequality in higher education leading to inequality reproduction and examines the behaviors of college students before, during, and after college. Some awards and honors that she received are the Graduate Contributions to the Sociological Scholarship of Teaching and Learning Award, 2020 Tanner Teaching Assistants Award for Excellence in Undergraduate Teaching at UNC, the 2020 Wilson Award for exceptional undergraduate teaching from the Sociology Dept at UNC, and the 2019 SAGE Publishing Keith Roberts Teaching Innovations Award.
Laura M. Krull (picture to the right) is an assistant professor of sociology at St. Norbert College in De Pere, Wisconsin. She graduated with a PhD from University of North Carolina at Chapel Hill. Her research and teaching examines the inequality in the society. She researches the connection between religion, sexuality, gender, and family in inequality.
Citation
Gillis, Alanna, and Laura M. Krull. “COVID-19 Remote Learning Transition in Spring 2020: Class Structures, Student Perceptions, and Inequality in College Courses.” Teaching Sociology, vol. 48, no. 4, 2020, pp. 283–99. Crossref, doi:10.1177/0092055x20954263.
Summary of the Article
The article discusses how the transition has been from in-person learning to remote learning. It also discusses how this transition has worsened the mental health issues that college students face. It explores the reactions that college students have to this technique of learning. They conducted a study of college students where they found that students find it challenging to interact with each other and with faculty members. Having asynchronous and synchronous classes allow students to choose, but both have their tradeoffs. Some barriers that they discussed are the internet, technology, distractions, anxiety, less motivation. It has been even more challenging for nonwhite, female, and first-generation students.
Key terms
Crisis Teaching - the COVID pandemic has lead to teachers having to teach online courses with preparation
Barrier - the COVID pandemic created more or aggravated obstacles that college students and faculty have to face
Quotes
“Teaching during a global pandemic makes even clearer the importance of communication and accessibility as well as the need to be aware of barriers (both anticipated and unanticipated) that may arise to negatively impact students’ learning. (pg 295 pdf)”
“Second, the effectiveness, accessibility, and enjoyability of diverse instructional strategies and digital tools can vary considerably depending on how each strategy is implemented. (pg 296 pdf)”
“Students do value interaction and recognize the importance of both student/student and faculty/student interactions for their learning, but they did not universally praise Zoom above asynchronous tools. (pg 296 pdf)”
Value
This article is extremely important for my research because it includes and discusses data that can help better understand the impact of COVID on mental health of college students. It goes in depth with the data and engages it with real life scenarios (quotes). I think this article can be used to prove the point about the issue that I am researching about.
COVID-19 Remote Learning Transition in Spring 2020: Class Structures, Student Perceptions, and Inequality in College Courses
About the Authors
Alanna Gillis (picture to the left) is an assistant professor at St Lawrence University. She is in the sociology department and graduated with a PhD from UNC-Chapel Hill in May 2020. Gillis does research on inequality in higher education leading to inequality reproduction and examines the behaviors of college students before, during, and after college. Some awards and honors that she received are the Graduate Contributions to the Sociological Scholarship of Teaching and Learning Award, 2020 Tanner Teaching Assistants Award for Excellence in Undergraduate Teaching at UNC, the 2020 Wilson Award for exceptional undergraduate teaching from the Sociology Dept at UNC, and the 2019 SAGE Publishing Keith Roberts Teaching Innovations Award.
Laura M. Krull (picture to the right) is an assistant professor of sociology at St. Norbert College in De Pere, Wisconsin. She graduated with a PhD from University of North Carolina at Chapel Hill. Her research and teaching examines the inequality in the society. She researches the connection between religion, sexuality, gender, and family in inequality.
Citation
Gillis, Alanna, and Laura M. Krull. “COVID-19 Remote Learning Transition in Spring 2020: Class Structures, Student Perceptions, and Inequality in College Courses.” Teaching Sociology, vol. 48, no. 4, 2020, pp. 283–99. Crossref, doi:10.1177/0092055x20954263.
Summary of the Article
The article discusses how the transition has been from in-person learning to remote learning. It also discusses how this transition has worsened the mental health issues that college students face. It explores the reactions that college students have to this technique of learning. They conducted a study of college students where they found that students find it challenging to interact with each other and with faculty members. Having asynchronous and synchronous classes allow students to choose, but both have their tradeoffs. Some barriers that they discussed are the internet, technology, distractions, anxiety, less motivation. It has been even more challenging for nonwhite, female, and first-generation students.
Key terms
Crisis Teaching - the COVID pandemic has lead to teachers having to teach online courses with preparation
Barrier - the COVID pandemic created more or aggravated obstacles that college students and faculty have to face
Quotes
“Teaching during a global pandemic makes even clearer the importance of communication and accessibility as well as the need to be aware of barriers (both anticipated and unanticipated) that may arise to negatively impact students’ learning. (pg 295 pdf)”
“Second, the effectiveness, accessibility, and enjoyability of diverse instructional strategies and digital tools can vary considerably depending on how each strategy is implemented. (pg 296 pdf)”
“Students do value interaction and recognize the importance of both student/student and faculty/student interactions for their learning, but they did not universally praise Zoom above asynchronous tools. (pg 296 pdf)”
Value
This article is extremely important for my research because it includes and discusses data that can help better understand the impact of COVID on mental health of college students. It goes in depth with the data and engages it with real life scenarios (quotes). I think this article can be used to prove the point about the issue that I am researching about.
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